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I was intrigued when Caroline Criado Perez’s book, Invisible Women: Exposing Data Bias in a World Designed for Men, was published earlier this year. It got a lot of exposure on radio (and no doubt in other media outlets too) – and deservedly so. Perez’s thesis is that it’s a man’s world: the world is unconsciously and often consciously designed and regulated by men for men and that women are too often seen as smaller and less powerful versions of men. Even in countries and cultures in which men think they believe in equality in all spheres of life and that systems are designed and shaped to ensure equality as far as is possible, there are often huge gaps and inequalities, completely unintended because nobody thought froma woman’s point-of-view.

One of the hooks which grabbed me, listening to the reports and the interviews, was the built-in gender bias of technology. For instance, when a gender-neutral language such as Turkish is fed into Google Translate, “o bir hemşire” translates as “she is a nurse” while “o bir doktor” comes out as “he is a doctor.

A recent post in a closed Facebook group for IB Diploma Programme Extended Essay Coordinators asked, “Would this be a complete reference for a painting?”

There followed a curious discussion, some 20 comments long. The discussion inspired this blog post – and also got me reviving a post I started earlier this year on the same theme but had not managed to finish. I have now. My earlier thoughts are weaved in below, but let’s start with this recent, curious discussion.

The very first response declared,

The EE guide specifies that all online sources must have [Date accessed etc]

and thereafter the discussion focused on the date of access and its formatting and placement. After the person who posted the original question pointed out that the suggested reference did include the date of access (“Retrieved July 30, 2019)” that first responder came back with

(the Guide) requests a specific format for this and this point was reiterated in a workshop.

This same responder said in a later comment that the workshop leader had explained that having the date accessed in square brackets at the end of the reference enabled the examiner quickly to determine that the date of access had been included.

Regardless of the reference style adopted by the school for a given subject, it is expected that the minimum information given includes:

name of author

date of publication

title of source

page numbers as applicable

date of access (electronic sources)

URL.

and goes on to state

Examiners are required to alert the IB when minimum requirements are not met by a student, and the work is investigated accordingly.

IB has its own requirements for referencing. While the IB does not legislate which referencing style is used, it does require that the style used is used consistently. IB also advises that when its own requirements are different to those in a published style guide, then IB requirements must be followed. This is acceptable. Many if not most of the published style guides state explicitly that, if an instructor’s, school’s, institution’s or publisher’s requirements are different to the suggestions in the style guide, writers should meet the requirements of the instructor (etc). Say it loud: even if a style guide recommends that date of access is not needed, for IB assessments the date of access is needed.

Those candidates who did not include an evaluation of their sources (which could be done through a CARRDS or OPVL tool) limited their achievement; there was often insufficient identification and evidence of other research skills

I know that OVPL is an evaluation tool often used in history and similar disciplines; you consider the Origin, Purpose, Value and Limitation of sources. I could not recall meeting CARRDS before, but the context suggests that it is similar to the CRAAP tool, the acronym standing for Currency, Relevance, Accuracy, Authority and Purpose.

Probably published in March 2017 (that’s when Internet Archive first saved the page), it provides a quick introduction to 7 presentation tools, alternatives to PowerPoint. Some were new to me, some I already knew, one is my presentation tool of choice. McVicker gives us recommendations for Emaze, Google Presentations, Keynote, Prezi, Nearpod, Tellagami, Haiku Deck and Powtoon.

What jumped out at me as I read was her critique of Keynote (that’s my own preference for presentation). It’s the last paragraph which Continue reading →

Purdue’s Online Writing Lab, often referred to as “the OWL at Purdue.” is a much-respected service, providing advice on academic writing in all its aspects, most especially for its comprehensive guidance on the formatting of MLA, APA and Chicago references. . For many, it is the number-one go-to guide.

I have to admit, the OWL at Purdue is not my number-one source. For my own referencing queries, I go Continue reading →

A few years ago, I wrote (in Somewhere, over the spectrum …) of an AHA!moment, a realisation that understanding of academic citation practices may best be imaged, not just by a straight-line continuum from black to white with shades of grey between, but by a spectrum, all shades of the rainbow and anywhere in between.

It was Teddi Fishman, then director of the International Center for Academic Integrity, who gave me this insight. In a plagiarism case in which she was asked for her opinion, had a published piece of work had been plagiarised, Fishman said

With regard to citation errors and plagiarism, there is a wide spectrum and certainly not all are created equal. The main defining characteristic in cases that we’d classify as citation errors is that there is an attempt to identify the source of the information rather than to make it appear as if the words or ideas are those of the person using them in the document.

(The full article from which this quotation is taken is no longer available on the Cambridge Chronicle site. Fortunately, it can still be found in the Internet Archive; the quotation of Fishman’s response as reported by journalist Sara Feijo is on page 3 of this article.)

Fig. 1 – Black and white and shades of grey

In the continuum imagery, the white end comprises writers who know the rules, know what is right, what is expected, what is needed – and do them! Ideally they will observe the conventions of citation and referrencing because they have integrity, they wouldn’t – couldn’t – do otherwise.

At the black end we have the writers who know the rules, who know what is right, what is expected, what is needed – and they knowingly break the rules! They copy, they paraphrase without acknowledgement, they use other people’s work and claim it as their own, they use their own work over and over and claim Continue reading →

I’ve got a bit behind in my reading lately. Although it was published in May 2018, I came across Jennifer Yao Weinraub’s Harder to Find than Nemo: The Elusive Image Citation Standard only recently. In this paper, Weinraub discusses confusion and inconsistencies in the citation of images and the lack of good examples, with particular reference to MLA8 and Chicago. She also discusses other style guides and citation generators, the recommendations of some specific image collections. She points to tutorials and libguides which also attempt to give guidance.

Coming across this article is timely. Over the last few weeks I seem to have received a steady stream of image citation questions in my inbox. Some notifications originate in online groups and forums, some are emails sent to me directly. It’s a hot topic! The images presented by questioners are rarely straight-forward, rarely textbook examples. I suppose if they were, there would be less doubt as to how to cite them, the questions would not be asked. So it is good to find Weinraub’s article, if only to confirm the difficulties and the contradictory or missing advice.

Weinraub suggests confusion in the use of the terms caption and citation (which I would call “reference” – the location details which specify edition (etc) and enable retrieval). She also suggests differences, uncertainty and inconsistencies as to what might or should be included in these. She also notes Continue reading →

I am halfway through my next article but just had to come back to the theme of my last few posts, confusing terminology.

A post today on Int’l School Library Connection, a FaceBook group, asked whether and how IB MYP students writing their Personal Projects can include sources they have read but have not cited in their Projects.

Yes they can, and the advice is to include both a list of Works Cited (which includes a list of all the works cited in the text) and a separate Bibliography (comprising a list of all works used to inform the project).

In the course of the conversation, I looked up the MYP Projects Guide (March 2018 edition) which makes a very clear distinction. In the Glossary (page 61), we see: Continue reading →

This is a follow up to my last post None too sweet. There I discussed different understandings of the term “bibliography” – I said inter alia that different understandings of what this word means can confuse students and other writers, and may even underlie some instances of unintended plagiarism.

A week later, catching up on my reading, I came across a review of Jason Puckett’s Zotero: a guide for librarians, researchers and educators by Keith Daniels in CILIP’s Information Professional (October 2018). My eye was caught by a paragraph which reads:

Published by the Association of College and Research Libraries, the book does have an American slant, using the terms “bibliography” to encompass what UK-based students and educators would usually refer to as “references” and teaching staff as “professors”.

It seems a curious point to pick up on in a short review, the use of “bibliography” instead of “references.” But, given my background in international education, perhaps I have become less aware of such distinctions, or maybe more aware of different and other terms in different style guides and/or in different countries.

Is “references” a British usage? Maybe. Many British universities use varieties of Harvard. Although there is no single definitive version of Harvard (as detailed in the three-part-post Harvard on my mind), they all use the term “References.” Certainly, this is so at the University of Bedfordshire, the stated affiliation of Keith Daniels, the author of the review. The University’s page Using the correct referencing system suggests Continue reading →

I have remarked before on possible problems raised by conflicting definitions and usages of the terms “reference” and “citation.”

Some style guides use the term “reference” to mean the short form in the text which links to what they call a “citation”, the full details in the list at the end; some call that short form in the text “citation” and use “reference” for the full details in the list at the end; some use both terms interchangeably; some use reference to mean the quotation (or paraphrase or summary) from someone else’s work, acknowledged with a short-citation in the text which links to the full citation at the end.

It makes for confusion. In workshops, I often tell Lori’s story: her teacher kept reminding her to check that she had citations for all her sources and she thought she had … except that the teacher meant Continue reading →

My GoogleAlert has just presented me with an anonymous article (“By Guest Contributor”) posted on TechGenYZ, a media company which started just over three years ago (according to its About Us page). They claim,

The article I was directed to carries the title Get unique content with the help of article rewriter. It is a review, of sorts, promoting use of Article Rewriter. This is an application developed by SmallSEOTools. As the name suggests, it rewrites text: it is a paraphrasing tool, a synonymizer. The anonymous guest contributor claims that Article Rewriter will take text and rewrite it so that the content is totally original and plagiarism-free. It is recommended for Continue reading →

Over the last few weeks, The IB has been publishing Extended Essay reports for the May 2018 exams. They are available for most subjects now.

I’ve been looking through them. Some of them make sad reading, marks thrown away needlessly. Most students should score in the top mark band for Criterion D, Presentation, at least for the elements of structural presentation. And yet, and yet… too many don’t.

Are the students who don’t get maximum points here careless? Don’t they know what’s required? Are supervisors letting them down by not advising what to check? Care here with that last though, of course: supervisors are not permitted to tell students that the page number for (say) the Discussion section does not match the page number given on the Table of Contents page; they are permitted to advise students to check that numbers on the pages match those in the Table of Contents page. The first situation is being specific and amounts to proof-reading and/or editing (neither of which are permitted); the second is general and generic, and advises the student to do the work of finding errors and correcting them.

In recent weeks, I’ve been indulging a footnote fetish – last week’s post was part 1 of a 2-post mini-critique of the Chicago/Turabian style. I am almost over my obsession, just this last blast to go. It’s a particularly pertinent piece for readers in IB schools, in that it focuses on inconsistencies in Turabian. While they do (are supposed to) accept any referencing style, IB examiners are well-concerned to have references and citations recorded completely and consistently within each individual assessment. Given that IB requirements are sometimes inconsistent with the guidance of particular style guides, confusion can be compounded when the chosen style guide is inconsistent within itself.

[All references and scans used in this piece are from Turabian, 9th edition – more properly Kate L. Turabian’s A manual for writers of research papers, theses, and dissertations: Chicago style for students and researchers 9th. ed., University of Chicago, 2017.]

First, a general note, not specific to Turabian. Turabian advises that many items should be cited in the text but not in the bibliography, for instance:

Turabian is not alone in suggesting that writers give details of certain types of source in the text but not in the bibliography; many style guides list exceptions to the general rule. In all instances, when writing for IB, IB requirements overrule the advice of any style guide: if you cite it in the text, be sure to give a full reference in the list at the end.

A couple of posts ago, I declared myself Not a friend of footnotes. I don’t like them as a reader, I don’t like them as a writer.

I appreciate that many, many people, readers and writers, do like footnotes and endnotes, and that’s fine with me. I’ll put up with them if what I read is interesting, I’ll use them as a writer if my editors demand them. I’ll agree that they may well suit particular forms of writing and different media. But I do not like them. In this post and the next, I’ll detail some of the reasons why I don’t like them, particularly as a writer.

[I’ve been told that my two-weeks-ago post was unfair. Here I described some of my problems as a reader, and I used some illustrations from Yuval Noah Harari’s Sapiens to make my point, illustrations I used in a workshop soon after. “But he’s not using endnotes properly!” I was told. “He shouldn’t use several authors in one endnote, they should be distinct.”

[Far be it for me to suggest that Harari is using endnotes wrongly, especially as Turabian (9th ed.) states Continue reading →

If you were hoping for more thoughts on footnotes and endnotes this week, my apologies. The thoughts I had in mind are still to come. This post is still about footnotes, but not quite what I thought I’d be saying.

The IB has begun posting the May 2018 DP subject reports in the Programme Resource Centre and I have spent some time this past week looking through them.

This is not something I do as a matter of course. I do look at the Extended Essay reports for all subjects – and eagerly await publication, they must surely be posted any day now. But I don’t follow the subject reports that carefully.

My look at the subject reports was impelled by a comment made in a workshop I led last week – a history teacher insistent that the subject guide for History says that students are required to use footnotes. I was sure that the subject guide says no such thing; IB allows the use of any documentation system as long as Continue reading →

There – I’ve made clear my bias, I’m not a fan of footnotes. Or endnotes.

For one thing, they get in the way of my reading. That’s ironic, in that one of the claimed virtues of footnotes is that they don’t get in the way of the reader, unnecessary details such as authorship or extra detail or explanation can be relegated to the foot of the page (or the end of the paper/ book). If readers wish to follow up or find out more, the footnote is there to give the necessary information; if readers do not want to follow up, then they just carry on reading. The Center for Teaching and Learning at Yale Universtity puts it this way, in a page titled Why Are there Different Citation Styles?

When developing a historical explanation from multiple primary sources, using footnotes instead of inserting parenthetical information allows the reader to focus on the evidence instead of being distracted by the publication information about that evidence. The footnotes can be consulted if someone wants to track down your source for further research.

If the writer thinks the author or the source cited is important, then that information can still be mentioned in the narrative in the text, with full details in the footnote. When the author or source is not considered important, why intrude on the flow of the reading?

While footnotes are often used in the humanities, especially history, they are often used in the sciences as well. It could be that both disciplines deal in facts and a well-read reader in the field will know the facts, so don’t break up the reading.

Science isn’t all about facts, it’s about theories and ideas, thus the notion that knowing the team behind the research and the recency of the research makes author-date citation systems popular Continue reading →

A couple of weeks ago, Nadine wrote a comment on my post Multiple confusion in which she noted, ” Not that encouraging direct quotations is best writing form, but at that age it’s probably more common.”

That got me thinking. When teaching citation and referencing, we often start with quotations. Is this because it is easy to demonstrate, based on something that most students can and do already do? When you copy-and-paste, you are using someone else’s exact words, you are quoting someone. When you quote someone, you need quotation marks. You use quotation marks around the copy-pasted words to show you are quoting, and you also say who that someone is, whose words you have borrowed.

From there we go on to say that, when you use your own words to put over someone else’s thoughts and ideas and findings, you need also to cite them; they may be your own words but they are NOT your own thoughts. You still need to say whose thoughts or ideas or findings you are using.

It’s a common complaint, that although most students know how and when to quote someone else’s material, it is when they paraphrase or summarise someone else’s work that they often forget that they need also to cite the source of that work. It might be because they confuse using their own words with their own original words and ideas… they are using their own words so a citation is not necessary?

I won’t go too far down that track today. What I do want to do is to go back to Nadine’s comment, that “encouraging direct quotations” is not “best writing form.” My first thought was, why then do we teach how to quote and cite? But a second thought quickly followed Continue reading →

I’ve just finished an online workshop for librarians. Good fun as usual and very worthwhile. The participants made really great strides over the four weeks and they knew it, they had so much new awareness by the end of the month. it was very encouraging.

Many went beyond the bounds of the workshop readings to find information and opinion elsewhere, the spirit of inquiry was strong. Many quoted from the articles they found – great! Quite a few copied graphics and images from articles and other materials found – and most did not need to be reminded to cite the sources of those graphics as well as of the text.

But … perhaps because there were larger numbers of newcomers to librarianship on the course than usual, there seemed to be a rash of participants who would simply cite their images as “Google” or “Google Images” or present the Google image search URL.

That’s not helpful and it’s not right either. I would send a personal message Continue reading →

My student is using a book and a website as her primary sources about the organisation she is researching for her extended essay. When there are several quotations or summaries from the same book or article, it is easy to show in the in-text citation from which page the quotation/ summary/ parahrase is taken. What about the website, how does she indicate the different pages used from within the same website? (This is a slightly edited version of the question as posed.)

I checked the manuals and was able to answer the question fairly quickly. But it’s been bugging me, because the approaches taken by MLA and APA are very different.

APA style

Usually, I prefer APA to MLA. There are several reasons, one of which is that APA is nicely straightforward with its WHO-WHEN-WHAT-WHERE approach. In this instance, though, I think the APA is confusing.

I came across this news item in the i newspaper (page 13 of the 29 August 2018 edition, a short article by John von Radowitz). The article reports on a study in which “Scientists showed 20 goats unfamiliar photos of the same human face looking happy or angry;” they found that “goats preferred to interact with the smiling face.”

It sounds fun, it sounds odd, it almost sounds improbable.

Two things struck me immediately. The first was that phrase, “unfamiliar photos.” When you’re a goat, who’s to say whether a photo is familiar or unfamiliar?

The second was a memory – a memory of the academic paper Feline Reactions to Bearded Men. You might remember it: the researchers claimed to have held cats in front of photos of bearded men and observed their reactions. The paper suggests that ” Cats do not like men with long beards, especially long dark beards.”

The cats “paper” was first published in 1999, maybe earlier. It is frequently used in website evaluation exercises to make students aware of web pages which look authentic but could be big hoaxes.

The name of the site – Improbable Research – is claimed as a warning signal (though as this is the site responsible for the annual Ig Nobel Prizes, a very real event, one might not be so sure). The biggest giveaway in the cats paper is probably the bibliography, which includes entries for Pat Boone, Madonna, Yul Brynner, Sinead O’Connor, Mary Quant, Arnold Schwarzenegger and the if-only Dr Seuss (responsible for the paper “Feline Responses to Hats”). How much of a giveaway, 20 years on, might be questionable; many of the names are probably unknown Continue reading →

The news that the respected Forbes magazine published an opinion (op-ed) article by Panos Mourdoukoutas, Chair of the Department of Economics at Long Island University, with the title “Amazon Should Replace Local Libraries to Save Taxpayers Money” a few days ago is hardly news any more. It has been shared widely and commented on in the mainstream media and in social media too. It’s old news.

Mourdoukoutas’s argument is studded with dubious and irrelevant claims and arguments such as

(“Third places” like Starbucks) provide residents with a comfortable place to read, surf the web, meet their friends and associates, and enjoy a great drink. This is why some people have started using their loyalty card at Starbucks more than they use their library card…

Then there’s the rise of digital technology. Technology has turned physical books into collector’s items, effectively eliminating the need for library borrowing services…

Amazon Books is a chain of bookstores that does what Amazon originally intended to do; replace the local bookstore. It improves on the bookstore model by adding online searches and coffee shops. Amazon Go basically combines a library with a Starbucks…

On 19 April 2016, Kendra Perkins wrote an article for the RefME blog with the title The CRAAP Test: An Easy & Fun Way to Evaluate Research Sources. RefME was taken over by Chegg and subsumed into the Cite This For Me service in 2017 and her original post is no longer available. Fortunately, you can still find the original post, preserved by the Wayback Machine (the Internet Archive).

Kendra had long been a fan of RefME and frequently recommended it in librarian listservs and forums such as iSkoodle. Towards the end of her RefME blog, she declared that she had compiled her list of References using the RefME referencing generator.

It’s a fascinating and possibly pointless exercise, trying to work out how search engines work. Although this article was inspired by a news story on beating (so-called) plagiarism detectors, I found myself more interested in what the story told us about Google and (presumably) other search engines.

[In part 1 of this 3 part article we looked at Wineburg and McGrew’s study which suggests that a fresh look at the way we evaluate web pages and sites could be valuable.][In part 2, we looked at a rebuttal of Wineburg and McGrew’s study – and rebutted the rebuttal.][In this third part, we look at reasons why we may need a compromise between the “old” and the “new” ways of evaluating pages and sites online.]

In my last two posts, I discussed a study by Sam Wineburg and Sarah McGrew into different methods of search-and-find as employed by three distinct groups, professional fact-checkers, professional historians and first-year undergraduates. The researchers found that the methods used and the thinking processes of the historians and the students were different to the strategies and the thinking processes of the fact-checkers – and that the methods used by these historians and the students could be among the reasons why many of them made incomplete analyses of the sites visited and made flawed conclusions.

In one particular task, a comparison and evaluation of two articles both of which dealt with bullying, the researchers found that historians and students tended to spend much time considering the actual articles before they moved elsewhere; some never left the target sites, some left them to look elsewhere. By contrast, the fact-checkers spent very little time on the target pages – sometimes just seconds; they all quickly looked elsewhere, often outside the publishing sites. That is not necessarily (at least in my eyes) a concern. What does concern is that the evaluations made by the two groups were very different. Continue reading →

In part 1 of this three-part article, I discussed a study by Sam Wineburg and Sarah McGrew into different methods of search-and-find as employed by three distinct groups, professional fact-checkers, professional historians and first-year undergraduates. The researchers found that the methods used and the thinking processes of the historians and the students were different to the strategies and the thinking processes of the fact-checkers – and that the methods used by these historians and the students could be among the reasons why many of them made incomplete analyses of the sites visited and made flawed conclusions.

In this earlier post (Not just CRAAP – 1), I invited readers to try one of the tasks for themselves. If you haven’t already done this, it might be a good idea to try before reading on here.

The task asked participants to imagine they looking for information on bullying, and describe their thought processes as they considered two particular articles on two different websites. The articles were Bullying at School: Never Acceptable on the site of the American College of Pediatricians (ACPeds – the College) and then Stigma: At the Root of Ostracism and Bullying on the site of the American Academy of Pediatrics (AAP – the Academy).

Participants were allowed to look elsewhere on the sites and anywhere else online that they wished. They had to decide which website was the more reliable and trustworthy.

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John Royce

I am a trainer and consultant. I work with teachers, librarians, and with students. I am a teacher-librarian, an information specialist; before going freelance, I worked in national and international schools in Zambia, England, Malawi, Germany and Turkey.
I have led IB DP workshops in extended essay and academic honesty, and DP and MYP workshops for librarians. And more!
This blog features my thoughts and musings. Find out more about me in the other pages on this site.